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THE UNIVERSITY OF THE STATE OF NEW YORK 
THE STATE DEPARTMENT OF EDUCATION 



NEW YORK STATE NORMAL SCHOOLS 
COURSE OF STUDY 



September 1921 



CONTENTS 



Introductory statement 

Curriculum 

Education 

Health education 

English 

History 

Arithmetic 

Nature study 

Drawing 1 



PAGE 

. 3 

. 4 

. 6 

. 8 

. 8 

. 10 

. 11 

. 11 

. 12 



Drawing 2 
Drawing" 3 
Drawing 4 



PAG 



Geography 14 

A/[usic 15 

Observation and participation ... 16 

Rural course 17 

Penmanship 18 

Library methods 18 



ALBANY 
THE UNIVERSITY OF THE STATE OF NEW YORK PRESS 

1921 
Gi2ir-A}i2i-iooo(i56)* 



THE UNIVERSITY OF THE STATE OF NEW YORK 

Regents of the University 
With years when terms expire 

1926 Pliny T. Sexton LL.B., LL.D., Chancellor 

Emeritus ------------ Palmyra 

1927 Albert Vander Veer M.D., M.A., Ph.D., LL.D., 

Chancellor ----------- Albany 

1922 Chester S. Lord M.A., LL.D., Vice Chancellor Brooklyn 

1924 Adelbert Moot LL.D. -------- Buffalo 

1925 Charles B. Alexander M.A., LL.B., LL.D., 

Litt. D. ------------ Tuxedo 

1928 Walter Guest Kellogg B.A., LL.D. - - - - Ogdensburg 

1932 James Byrne B.A., LL.B., LL.D. ----- New York 

1929 Herbert L. Bridgman M.A., LL.D. - - - - Brooklyn 
1931 Thomas J. Mangan M.A. ------- Binghamton 

1933 William J. Wallin M.A. ------- Yonkers 

1923 William Bondy M.A., LL.B., Ph.D. - - - - New York 

1930 William P. Baker B.L., Litt. D. - - - - - Syracuse 

Acting President of the University and Commissioner of Education 

Frank B. Gilbert B.A., LL.D. 

Assistant Commissioner and Director of Professional Education 

Augustus S. Downing M.A., Pd. D., L.H.D., LL.D. 

Assistant Commissioner for Secondary Education 

Charles F. Wheelock B.S., Pd.D., LL.D. 

Assistant Commissioner for Elementary Education 

George M. Wiley M.A., Pd.D., LL.D. 

Director of State Library 

James L Wyer M.L.S., Pd.D. 

Director of Science and State Museum 

John M. Clarke D.Sc, LL.D. 

Chiefs and Directors of Divisions 

Administration, Hiram C. Case 

Archives and History, James Sullivan M.A., Ph.D. 

Attendance, James D. Sullivan 

Examinations and Inspections, Avery W. Skinner B.A. 

Law, Frank B. Gilbert B.A., LL.D., Counsel 

Library Extension, William R. Watson B.S. 

Library School, Edna M. Sanderson B.A., B.L.S. 

School Buildings and Grounds, Frank H. Wood M.A. 

School Libraries, Sherman Williams Pd.D. 

Visual Instruction, Alfred W. Abra ms Ph. B. 

V6cational and Extens^[|^^jii^iiiilI5k9SfS 4- Wilson 

OCT 221921 

.OOOUMtNT* OIV13ION 






NEW YORK STATE NORMAL SCHOOLS 
COURSE OF STUDY 

INTRODUCTORY STATEMENT 

During the past two years a committee of the normal school prin- 
cipals with the cooperation of outside assistance which they have 
called in has been working on the new course of study for the state 
normal schools. Most helpful cooperation has been given by a com- 
mittee appointed by the Council of State Superintendents. The 
State Teachers Association, through formal resolution and through 
its legislative committee, was of great assistance in securing the 
revised salary schedule for the state normal schools which was an 
essential part of the reorganization of the work. The work of the 
committee has now been completed and the general curriculum for 
the training of teachers for the elementary grades is submitted in 
tentative form. The new course of study has been approved in 
tentative form by the State Board of Regents and becomes effective 
September 1921. 

The class entering in September 1921 will be graduated from a 
modified two-year course, the work to be selected largely from the 
first, second, third and sixth semesters of the new three-year course. 

The class entering in September 1922 will enter upon the three- 
year course. 

The general course for the training of elementary teachers as it 
has been submitted is given first in outline form. It may be observed 
that dift'erentiation begins with the second year, the differentiation 
providing for three courses covering the kindergarten-primary work, 
the work for the fourth, fifth and sixth grades, and for the seventh, 
eighth and ninth grades or junior high school period. 

In addition to the outline there has been presented a brief sum- 
mary of the objectives of each course, presented for the purpose of 
defining in general the character of the work to be done. It is 
believed that this will be of real assistance in aiding principals, heads 
of departments and faculty meml^ers to organize the work along 
the same general lines in the different schools. 

The outline is in tentative form and will be subject to constructive 
criticisms during the year. The use of the course during the year 
will give us the l)enefit of laboratory criticism of the material in 
order that before the outline is put into more definite form, slight 



modifications and changes may be recommended and submitted for 
approval. 

This outhne covers only the usual elementary school course. The 
readjustment of the special courses in several of the state normal 
schools is to follow later. In addition to the special courses a com- 
mittee is at work on a new course for the training of rural school 
teachers, which will be submitted for consideration later in the year. 



CURRICULUM 

Indicated periods refer to clock hours 



Kindergarten- 
primary (1, 2, 3) 



Essentials of English 
1 

Health education . . . 

Arithmetic 

History (European). 

Introduction to teach- 
ing 

Drawing 3 

Music 2 

Observation 1 





Intermediate 


Grammar 




(4, 5, 6) 


(7, 8, 9) 




First semester 




3 

2 
4 
3 

2 


Same 


Same 



20 



Essentials of English 

2 3 

Health education ... 2 

Geography (general) 3 

Penmanship 2 

Music 3 

Psychology 3 

English literature 

(general) 3 

Observation 1 



Second semester 



Same 



Same 



20 



Courses for kindergarten-primary, intermediate and grammar divisions are 
identical the first year; differentiation begins the second year. 



Primary reading . . . 

Health education . . . 

Kindergarten theory. 

Music 

Nature study 

Handwork 

Technic of teaching 
(school economy) 
and observation . . . 



20 



Third semester 

Drawing 

Health education . . . 

Geography 

Music 

Nature study and ele- 
mentary science. . . 

History 

Technic of teaching 
(school economy) 
and observation . . . 



[4] 



3 Drawing ". . . . 3 

3 Health education ... 3 

3 Geography 3 

2 Music 2 

Nature study and ele- 

3 mentary science... 3 
3 History 3 

Technic of teaching 
(school economy) 

3 and observation ... 3 



20 



20 



Tests and scales. ... 2 

Sociology 2 

History of education 3 
Kindergarten theory. 3 
Music appreciation . . 2 
Industrial arts (hand- 
work) 3 

Participation 3 

Health 2 

20 



Fourth semester 

Tests and scales. ... 2 

Sociology 2 

History of education 3 
Music appreciation . . 2 
Industrial arts (hand- 
work) 3 

Physical training and 

games 3 

Participation 3 

Health 2 

20 



Tests and scales .... 2 

Sociology 2 

History of education 3 

Music appreciation . . 2 
Physical training and 

games 3 

Participation 3 

Health 2 

Elec. & J. H. S. field 3 

20 



Library 2 

Specialized psy- 
chology^ 3 

Songs and games for 

children 3 

Reading methods ... 3 

Participation 5 

Conference 1 

Elective 3 

20 



Fifth semester 

Library 2 

Specialized psy- 
chology 3 

Reading methods ... 3 

Participation 5 General science^ 

Conference 1 

Elective 6 



Library 2 

Specialized psy- 
chology (adoles- 
cent) 3 

3 

Music^ 3 

Drawing! 3 

Literature^ 3 

20 Historyi 3 

Geography! 3 

Mathematics^ .. 3 

Economics 3 

Participation 5 

Conference 1 

20 



Observation and 

practice teaching.. 10 

Children's literature. 3 

Conferences 2 

Principles of educa- 
tion 3 

Handwork 2 

20 



Sixth semester 

Observation and 

practice teaching.. 10 

Principles of educa- 
tion 3 

Conferences 2 



Observation and 

practice teaching.. 10 

Junior high school 
English 3 

Conferences 2 



Penmanship 2 Principles of educa- 

Reading and juvenile tion 3 

literature 3 Penmanship 2 



20 



20 



Students entering Normal Schools in September 1921 will receive 
life diplomas on the completion of the work specified for semesters 
1. 2, 3 and 6 (2 years). 

The individual school with the approval of the Commissioner of 
Education may develop its own electives, which may include any 
subject for which it is specially adapted. 

Such transposition as local demands require is permitted so long 
as the essential time requirements of the course are met. 



Select any two. 



[5] 



EDUCATION 

Introduction to teaching — Semester 1 

To provide a " guidance " function by furnishing such informa- 
tion as will enable the student to select a specific curriculum at the 
end of the first year. Teaching as a profession, its needs, personal 
requirements, attractions of profession and its importance. Various 
types of teaching service and discussion of specific problems arising 
in the grades with the qualifications necessary to meet them. Occa- 
sional visits to certain grades of practice school. 

Psychology — Semester 2 

An elementary course in psychology. Child psychology to the age 
of adolescence as a basic course to the science of teaching, aiming 
to prepare the way for the work in observation and practice teaching. 
Topics suggested are: (a) instinctive tendencies, (b) habit forma- 
tion, (c) memory, association and economy of learning, (d) the 
thought processes, (c) the laws of learning, (/) the technic of study, 
(g) the extent and causes of individual differences among children 
and use of intelligence tests in determining them, (h) treatment of 
exceptional children. 

Technic of teaching (school economy) — Semester 3 

A course to give practical application through observation accom- 
panying it to such topics as: objectives in teaching, selection and 
organization of subject matter, types of lessons, the recitation, the 
assignment, the question, what constitutes a successful recitation, the 
socialized recitation, the project and problem method, teaching chil- 
dren how to study, supervised and independent study, lesson plans, 
programs, practical use of tests and scales to determine progress, 
problems in discipline, motivation of school work. 

History of American education — Semester 4 

European background and influences considered only incidentally 
to assist understanding of American education as developed through 
colonial and early national periods ; half century struggle to. estab- 
lish education and industrial changes ; major emphasis given to such 
current developments as vocational education, education of de- 
fectives, universit}^ extension, standard tests, '* project " idea, the 
Gary plan, county unit consolidation and others. 

Educational tests apd scales — Semester 4 

A brief course which aims to familiarize the classroom teacher 
with the " measuring " movement in education. Sufficient acquaint- 

[6] 



ance with the fundamental statistical terms and methods will be given 
to enable students to read the literature of this field intelligently. 
Evaluation of tests and scales, contact with some of the most im- 
portant ones, and some experience in handling tests will be provided. 
How to measure the results of teaching and thereby diagnose diffi- 
culties and improve classroom instruction will be the chief outcome 
sought in this course. 

Sociology — Semester 4 

The aim of this course is to make a study of the business of living. 
The question which the subject seeks to answer is, '' What is 
society ? " 

In general, consideration should be given to the origin of society, 
its development, structure and functions, and a systematic survey 
should be made of social processes and the reciprocal relations be- 
tween individuals. 

Some of the specific topics for study are the origin, historical 
development and problems of the family; the function of the family 
in its relation to population and the social organism ; phenomena of 
associated human life ; present-day social problems, and guiding prin- 
ciples toward their solution. 

The development of the social impulses of pupils should be studied 
with a view to point the way by which they may cooperate and live 
together in peace and harmony. The ethics of the teacher's position 
and work should have specific emphasis. 

Principles of education — Semester 6 

An integrating course which should aim to bring together and 
interpret the details of educational theory and practice represented 
by the preliminary courses, and to leave with the student a unified 
l}ody of educational doctrine. The genetic method should be em- 
phasized wherever it will illuminate present tendencies or practices, 
thus familiarizing the student with the more important names and 
movements in the history of education. The course should involve 
a discussion of such topics as : the definition of education, the aims of 
education, the development of various conceptions of educational 
values, and the genesis and present status of certain controverted 
questions of educational theory (such, for example, as the doctrine 
of interest, the relation of liberal to vocational education, the doctrine 
of formal discipline, etc.). 

[7] 



HEALTH EDUCATION 

A physical examination should be required as the first step in 
health education. Remediable defects and abnormalities should be 
corrected before graduation. Teachers should be required to prac- 
tise reasonable health habits during training. 

The purpose of the course is to prepare teachers to take an 
intelligent and active part in health education programs. 

Course of study. Theoretical work and practical work in the 
gymnasium. 

First year 

Semester 1 — General, personal and community hygiene ; some 
instruction in anatomy and physiology is included; 
formal gymnastics, marching tactics, corrective 
gymnastics. 

Semester 2 — School hygiene ; cause, transmission and prevention 
of communicable disease ; first aid ; home care of 
the sick. 

Progression in gymnasium work of semester 1 and 
folk dancing. 
Second year 

Semester 3 — Defects of school children ; nutrition from the 
health standpoint, including the hygiene of diges- 
tion; oral hygiene. 

Natural gymnastics, corrective gymnastics, set- 
ting-up drills ; playground organization. 

Semester 4 — Administration of health education programs from 
the teacher's standpoint, including medical inspec- 
tion laws and systems ; health laws ; child labor 
laws; methods in teaching hygiene. 
Playground administration; games; setting-up 
drills. 

Methods in' theoretical work and in the gymnasium should be 
taught progressively throughout each semester. 

In addition to the above work in practical health education, five 
hours-a week of recreation outside of school hours is suggested, two 
of which shall l)e supervised sports. 

ENGLISH 

Essentials of English 1 and 2 

This course should include the following types of work to be 
divided between the first and second semesters as seems best: 

[8] 



a Thorough review of lundan'ientals of English grammar with 
special attention to sentence structure, syntax and common errors. 

b Cuhivation of good reading and effective address. Exercises 
to develop good tone, enunciation, articulation ; study of phonetics 
and diacritical markings to secure accurate pronunciation. Define 
standards of spoken English required and correlation with school 
dramatics encouraged. 

c Thorough study and practice of composition oral and written. 
Power to collect material, organize ideas and effectively express 
them. Frequent themes required with class criticism and personal 
conferences. Measurements of results through standard tests in- 
composition. Requirements in composition in elementary syllabus, 
b}' grades analyzed and studied. 

Language methods for grades 1 to 6, including story-telling repro- 
duction, dramatization, picture-study, speech correction, language 
g"ames, etc., are to be taken up in this course. In connection with 
this work it will be necessary to touch upon literature sufficiently to 
show its place in language work ; full appreciative treatment will be . 
included in other courses. 

English literature (general) — Semester 2 

The purpose of this course is cultural rather than professional. 
A maximum of appreciative reading of works chosen because of both 
literary excellence and importance in the history of literature. This 
course should correspond to the general course in literature given in 
many colleges. Contemporary literature should receive some atten- 
tion. A brief survey of the history of literature may be developed 
in connection with the reading. 

Primary reading — Semester 3 

Aims of course to acquaint students with problems that confront 
the teacher in the beginnings of reading and to formulate methods. 
Place and value of phonics. Teaching of oral reading, silent .read- 
ing, and cultivation of right habits of reading. Devices to secure 
rapidity of word recognition. Psychology of the reading process. 
^Measurement of reading by use of standard tests. 

Reading and juvenile literature — Semester 6 

A 1)rief survey of the topics covered in primary reading with 
•special emjihasis placed upon the mastery of thought. Training 
m right hal^its of silent reading emphasized. Juvenile literature, 
prose and verse, appropriate for intermediate grades as suggested 

m 



in the state Syllabus for Elementary Schools. Principles under- 
lying methods of treatment considered. 

Children's literature — Semester 6 

The collection and study of literature in verse and prose suited 
to the interests and needs of primary children. Various types of 
stories studied and practice in the art of story-telling encouraged. 
Best translations and adaptations of classic masterpieces reviewed. 
Poetry for children recommended and studied. The teacher should 
know well a few stories and poems suitable to each grade. Selec- 
tions mentioned in the state Syllabus for Elementary Schools should 
be stressed. 

Junior high school English — Semester 6 

A study of the field of literature recommended for early 
adolescence with special reference to the state elementary and sec- 
ondary English syllabuses. Emphasis upon wide general reading 
and upon effective silent reading continued. Composition methods 
appropriate to the widening interests of junior high school pupils 
should be formulated. 

HISTORY 

Modern European history — Semester 1 

Medieval types of life: castle, manor, monastery, town with the 
trade and exchange of ideas resulting from the Crusades and 
Renaissance as a basis for the study of modern European history; 
an analysis of Europe at the close of the Erench Revolution; the 
reaction of England and the continental nations to the extreme 
individualism of the revolution; the effect of the Napoleonic era; 
the readjustment by the Congress of Vienna; the final modification 
ot the revolutionary principles in the expanding nationalism of 
Europe; the different political growths in the various nations after 
the revolution; the commercial and industrial conflicts coincident 
with the political development; the problems which have arisen as a 
result of the racial, linguistic and geographical differences of the 
European peoples. The present conditions in Europe which have 
come about as an aftermath of the World War. 

American history — Semester 3 

The European background of American history, including the 
settlement of the colonies and colonial development, should be briefly 
reviewed ; geographical factors which have influenced American his- 

[10] 



tory with special reference to the dififerences between the North and 
the South; the Declaration of Independence and the Revolution as 
preparatory steps toward nationalism ; the growth of American 
national institutions with an intensive study of the topics stressed 
in the Syllabus for Secondary Schools ; a consideration of our 
present-day problems from a historical point of view, such as the 
United States as a world power, immigration and methods of Ameri- 
canization, the relation of capital, labor and the public, our present 
tendencies toward a stronger nationalism ; a study of local history, 
community civics, observance of holidays, American biographies, the 
use of materials such as maps, slides, outlines, pictures, supple- 
mentary reading and the elementary syllabus ; methods which show 
types of lessons, the nature of history assignment reviews, the 
adaptation of work to various grades and the correlation of English 
and geography with history. 

ARITHMETIC 

Intensive study of the essentials in the subject matter of arithmetic 
guided by the state syllabus and with topics selected from the stand- 
point of individual and community needs ; developing number con- 
cepts wnth approved devices for the recognition of number facts and 
drill in the same ; the underlying principles of fractions, denominate 
numbers ; percentage, together with type problems chosen from the 
practical arts and actual business practice, emphasizing the analysis 
of problems, clarity of expression, lesson plans and the most effective 
methods of presentation; standard tests and the interpretation of 
their results. 

Suggested elective course 

The application of arithmetic in commercial, industrial and com- 
munity life with further drill in analysis and in oral and written 
questioning; the fundamentals of algebra and simple problems in 
geometry. 

NATURE STUDY 
Nature study — Semester 3 

Nature study is to include such forms of elementary science in 
the grades not covered by. geography as children can assimilate and 
should correlate with geography and reenforce it at every step. 
Methods classes should be shown that the purpose of nature study 
is to bring the pupil into a broad sympathy with the natural world, 
and especially to humaneness. The source of the material for study 
should be the things at hand, and it is important that these should be 

[iij 



presented from the side of field and laboratory. Field trips, there- 
fore, should constitute a regular part of the work. 

Classes are to be shown that the subject matter presented to chil- 
dren will depend largely on what is available in the vicinity, and for 
this reason courses may be varied somewhat to suit existing condi- 
tions. Teachers in training, therefore, should learn to depend on 
their own resources for securing the material to be used in instruction. 
Considerable attention should be given to the collection and suitable 
display of specimens to be studied. The course should lead students 
to see that important aims of nature study are to make children 
inquirers into facts of nature and to develop the patience necessary 
to secure, through personal investigation, the information desired. 

DRAWING 1 

First year — Semester 1 

This course is required of all students. 

This is a fundamental course designed to acquaint the student 
with the subject as a whole. The subject matter is based on the 
work given in the public school course of study and includes in- 
struction in representation, design, lettering, composition and color 
harmony in their application to the home, dress, school and com^ 
munity interests. With this should go a study of the industries 
which depend largely on art for their excellence, particularly th'ose 
industries which provide food, shelter and clothing, the greatest 
needs of man. The construction or handwork should be based 
directly on this subject matter either to clarify it, or to illustrate 
some well-defined industrial process. 

The following suggestions are made for the course : 

Representation: Story illustration by drawing, paper cutting and 
tearing. Nature and object drawing. Design: Design principles, 
proportion, rhythm and balance and their application to construction 
problems in clay, paper, cardboard, weaving, sewing and wood. 
Lettering, cut and drawn alphabets, labels and notices. Poster de- 
sign. Color: The spectrum colors; hue; value; chroma; color 
schemes from nature; collections and color harmonies. Construction: 
Typical problems should be given, based on the study of the indus- 
tries, and which illustrate some process by which natural materials 
are transformed into commodities for the use of man. Since only 
a small number of projects may be considered in the time allowed, 
those chosen should be representative of the industry under dis- 
cussion. 

Art appreciation should be included in every drawing lesson 
through class criticism, by which judgment is developed. 

[12] 



DRAWING 2 

Second year — Semester 3 

Such differentiation should be made in this course for the kinder- 
garten-primary, intermediate and grammar groups as the course of 
study recjuires. The work should consist largely of intensified study 
of the work of the grades chosen. Greater excellence of idea and 
technic should be expected in all projects. 

Representation: Composition of nature forms in given spaces; 
circular, parallel and angular perspective; grouping of objects; 
pencil and water color technic; elementary figure drawing. Design: 
More advanced study of the principles of composition ; problems in- 
volving space division ; use of nature material for design units ; de- 
signs for special days and festivals ; lettering and commercial design, 
use of lettering pens, development of monograms. Color: Color 
harmonies, complementary, analogous and monochromatic ; color 
analysis ; discussion of color theories ; design and color in relation 
to dress and house furnishings ; methods of teaching art appreciation 
through such problems. 

Construction: The study of the industries most important to man 
should be continued, illustrated by projects in drawing and con- 
struction. The following topics are suggested for subject matter : 

(1) the value of the industry to man; how we are affected by it; 

(2) the evolution of the industry, its story, its heroes of invention; 

(3) characteristics of the product; what constitutes excellence; (4) 
materials employed, where they come from; (5) processes involved; 
(6) tools used; (7) healthfulness ; (8) hours and wages, the train- 
ing of the workers; (9) references to the industry found in litera- 
ture; (10) the part played by drawing and design; (11) the industry 
as depicted in art. The industries suggested for study include food, 
shelter, clothing, art products, and records, utensils, tools and 
machines, light, heat and power. 

DRAWING 3 (elective) 

Third year — Semester 5 

Elective course in advanced drawing. Requirements : first and 
second year drawing or their equivalent. 

This course should be devoted largely to advanced drawing, which 
will give students the ability and confidence which will enable them 
to draw easily before their classes. 

Representation: Nature and object drawing in pastels, charcoal 
and water color ; figure sketching for use in illustration and posters. 
Design: Design and color in relation to costume design and interior 

[13J 



decoration ; the student should be allowed the choice of some craft, 
as metal, leather, weaving or pottery, and should design and carry 
through some problem which may be finished with a high degree of 
excellence. The students should also contribute largely to the school 
needs in the way of posters and charts, designs for festivals and 
pageants, and covers for school publications. 

DRAWING 4 (elective) 

The work should be of college grade. 

Suggested elective course in art appreciation 20 periods or 40 
hours. 

History of art and architecture : elements of beauty, line, dark and 
light color ; relation between architecture, sculpture and painting ; 
development of modern architecture ; brief history of painting and 
sculpture. 

Picture study : Choice of pictures for the grades and methods of 
teaching. 

Fine design and workmanship in the crafts : Textiles, pottery, 
metal work, woodwork. 

The lantern should be used in this course, together with collections 
of photographs and reference books. Art galleries and museums 
should be visited if possible, and traveling exhibitions may be secured 
for the school. 

GEOGRAPHY 

Geography — Semester 2 

A general course presented on a collegiate level to give "to prospec- 
tive teachers a body of geographical facts so well organized in the 
mind of the teacher that these facts may be instantly available when 
needed. Such facts and principles will include some in the field 
of mathematical geography, others in the field of physical geography 
or physiography and a far greater number in the fields of economic 
and political geography with their relations to each other duly estab- 
lished. For example, such geographic influences under physiography 
as position, form, size, relief, climate and drainage may be taught, 
provided they are made to bear upon man and his life and work. 
Not the mere physical facts but their human bearing must concern 
us. A series of examples or " problems " may best develop the 
significance of such influences. Such a broad course can not ignore 
the fact that native or racial genius, religious belief, national and 
international alliances and hatreds have great influence in determin- 
ing the economic and industrial life of peoples. International rela- 

[14] 



tions, the outgrowth of geographic conditions, should be better 
understood than at the outbreak of the war in 1914. 

Geography (method) — Semester 3 

A study of teaching practice (or method) in the presentation of 
this subject in the grades. This should include enough of the de- 
velopment of geographic knowledge to explain the origin of the so- 
called methods of past and present — journey method, topical method, 
t}pe-study method, problem and project method. The valuable 
features and limitations of each should be presented. A study of 
the materials available to the teacher should be made — textbooks, 
maps, illustrations, graphs, slides and product materials. Some 
attention to regional geography with field trips should be included 
and an intensive consideration of New York State geography as 
recommended in the state syllabus should be made. 

MUSIC 

All students should be examined upon entrance, and such as are 
unable to sing familiar songs, or imitate songs sung to them, as well 
as those unable to read the simplest melodies, should be assigned to 
a special class for intensive instruction. A daily period of such 
instruction will soon bring the majority of such pupils into line and 
enable them to profit from the work of the regular course. The 
work of such a class should consist of the imitation of tones and 
simple melodies and the introduction of music reading. 

first year 

The work of the two semesters should accomplish the following: 

Music reading 

Ability to read at sight material found in such books as the Cong- 
don Primer and No. 3 ; Hollis Dann course, second, third and fourth 
books ; Progressive, books 1 and 2 ; Harmonic Course, Primer and 
Book 1 ; New Educational Series, Primary Melodies and Book 1. 

Ear training 

Recognition of major and minor scales, major and minor tonic 
chords in all positions, consecutive thirds, modulation to the domi- 
nant su1)dominant, relative and tonic minor keys ; familiar songs, 
period, phrase, two and three part .forms, authentic plagal, cadence 
and semicadences. No theoretical study here, except the use of the 
terms given above as applied to music which the pupils hear. 

[15] 



Notation and terminology 

Notes, rests, measure and measure signatures, staff, clefs, major 
scales, dynamic signs, signs of expression as found in readers used, 
terms expressing power, tempo, style; use of accidentals writing all 
forms of minor scale, syncopation, couplet, triplet etc. 

Songs 

Memorizing the two patriotic songs in most common use, five 
familiar community songs, ten children's songs suitable for primary 
grades, study of two-part songs especially adapted to the needs of 
fifth and six grades. 

Second year — Semester 3 
Methods 

1 Fundamental principles of teaching applied to the teaching of 
music. Types of lessons studied and illustrated by actual lessons 
presented to the class, or taught to children and observed by the class. 
These lessons should include songs taught by imitation, lessons in 
music reading with ear training, lessons in musical notation. The 
textbooks used in giving these lessons should be in the hands of the 
pupils for every-day practice. 

2 Practice in writing melodies to illustrate various problems in 
music reading. The use of various signs in these melodies will 
familiarize students with their practical import. 

3 The class should be furnished with graded lists of songs, and 
song books, books suited to the various types of work done in the 
schools. Pitch pipes, staff markers and other material should be 
recommended. 

4 Observation and practice teaching. 

Music appreciation 

This course must be determined by the individual school and its 
local facilities but in general should include a brief study of the 
lives and works of the Masters ; orchestration ; conventional forms 
of composition ; demonstration on piano and with records ; study of 
standard operas and symphonies ; attendance when possible upon 
concerts and operas. 

OBSERVATION AND PARTICIPATION 

A student-teacher should be assigned to responsible practice teach- 
ing only after he has had opportunity to observe and study good 
teaching. 

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The two great problems of the training school are the pupil's 
progress and the student-teacher's growth in skill. In the interest 
•of the pupil's progress not more than one-half of their instruction 
should be given by the student- teacher. 

Observation should be closely articulated with the subject matter 
and methods courses, and should be made the link between theory 
and practice. In connection with observation there should be ample 
discussion and the student-teacher should be required to do appro- 
priate reference reading and to prepare occasional lesson plans ; also 
the student-teacher should be called upon occasionally to teach a 
class under the direction of the critic in charge of the class. By 
this procedure the ability of the student-teacher to do independent 
teaching can be determined. 

When the student-teacher begins independent teaching, lesson 
plans should be required for every exercise. These plans should be 
carefully revised by the critic and constructive criticism made. In 
practice teaching the student-teacher should be thrown on his own 
resources as much as possible. At stated times the critic should 
meet the student- teacher for the purpose of giving advice and 
criticism in the matter of discipline and other methods of school- 
room procedure, based on the actual teaching of the student-teacher. 

RURAL COURSE 

(Where sufficient request is made the following is suggested as a 
three-hour elective in the fifth semester.) 

-The aim of the course arises from the purpose and the nature of 
the work in the rural school and seeks its expression through the 
study of these topics : the one-room school, its physical surrounding 
and handicap, its beautification and its contribution to community 
life; the daily program of study and recitation, reducing the number 
of classes by combining grades, vitalizing study by home projects, and 
the correlation of vicinity occupations and interests ; the school as a 
center for instruction and recreation for the whole community; the 
discussion of migration to the city, the cooperation of all for better 
conditions of living, including the need of scientific agriculture, 
good roads and markets ; the rural school as affected by supervision, 
consolidation, transportation and other agencies of general or local 
nature, together with a study of the distinctive characteristics of 
rural life. 



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PENMANSHIP 

The prospective elementary teacher should be trained to acquire 
two outstanding qualifications : first, the ability to write a good hand 
herself, one that combines legibility, ease and speed ; second, a knowl- 
edge of how to teach penmanship to children. Poor writing in school 
is due largely to an inefficient method of procedure. 

The teacher should be trained to recognize ideals and limitations, 
especially for the grade or grades in which she is to work. She 
should know what can be reasonably expected. Along with the 
knowledge of how much to expect should go the ability to judge 
good work and to bring about improvement through constructive 
criticism. 

Special attention should be given to the habit of correct posture. 
The teacher should be trained to realize that the best results in pen- 
manship can not be attained unless the principles taught are applied 
in every written exercise. Nothing but the best written work of 
which the pupil is capable should be accepted in the ordinary routine 
of school work. 

LIBRARY METHODS 

Outlines of Lessons 
Use of the library 

Arrangement of books in our library. Location of special col- 
lections, library tools, children's books, etc. Regulations — 
charging books, fines, library etiquette, etc. Use of the card 
catalog. 
The book 

Study of printed parts. Title page, preface, table of contents, 
illustrations and maps, text, appendix, bibliographies, index. 
(Emphasis on the use of table of contents and the index.) 
Reference books (general) 

Dictionary. What it contains. How to use it as a reference book. 

Arrangement. Abbreviations etc. 
Encyclopedias. When and how to use them. Comparison of most 

important ones. 
Yearbooks. Handbooks. 
Reference books (special subjects) 

Statistics and social questions; useful arts; fine arts; literature; 
debates ; geography, atlas ; biography ; history. 

(Under each class take only those which are most important 
and with which a teacher should be familiar. Assign a 
practical problem with each group of books.) 

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Picture collection and clippings file. Sources of material. How 
to arrange and mount. 

Magazines. Study of types of magazines. How to use the Read- 
ers' Guide, and Pool's Index. 

School library aids from United States Government; which are 
important ; what may be obtained free ; aids from State Educa-* 
tion Department; aids from the public library. 

Book selection for schools and teachers. 
Principles 
Lists 

Teaching the use of the library in the eight grades. 



UNIVERSITY OF THE 
STATE OF NEW YORK PRESS 



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